Small group for distance learning

[Megan Kime]

That’s really interesting Stuart – can I ask what kinds of interactions your distance students have with each other (discussion forum etc.)? And are these facilitated by tutors?

I’m also particularly focusing on how to engage distance learners in a community – we’ve found that to be crucial in engaging them with the course as a whole (with knock on effects for retention, completion, performance, etc.).

[Stuart Allan]

Hi Megan, for some reason I can’t hit ‘reply’ to your message so I’ll reply to myself instead!

We offer asynchronous question-and-answer forums between students and faculty, and the students also facilitate their own peer-to-peer forum outside our VLE.

One of the things I’m interested in is bringing this P2P interaction into our mainstream offering, as obviously with such a high number of students it’s difficult to increase the level of faculty interaction we can provide. However, we have the usual concerns (e.g. who moderates it and what if someone says something inappropriate/misleading; will students interact in the same way if they think we’re watching them, etc).

I’m also interested in the idea of students collaborating via their own spaces (e.g. personal blogs, Twitter) and then we thread these together in a daily digest, a la ocTEL. Has anyone else tried this on their own programme?

[James Kerr]

While using a synchronous online learning environment (Adobe Connect) we capture the live chat as well as the notes and distribute them after the synchronous session.  When doing a hybrid class in the HyFlex model, the backchannel is compiled and shared post-session, although the channel continues to generate questions and comments post-synchronous session.

[Andrew Chambers]

James et al,

I run session on study skills and exam prep via Blackboard Collaborate for our postgrad masters students. We record sessions. At present there is an issue with generating everything in one recording. Other than that we also insist if the tools are used for actual class related webinars that facilitators embed the recording into the Moodle discussion forum at the appropriate weekly slot/thread. This ensures students who couldnt take part can ask questions and discuss the content. We dont use any other backchannel during the session but I can see how use of twitter could be an advantage. There is still a major debate internally within the program about whether our asynchronous program should use synchronous tech that requires students to meet real time. Personally I dont see an issue due to recordings and open discussion but others do.

[Andrew Chambers]

Stuart, I work an an MBA type program (Master of Business and Technology) that is 3/4 distance based. We have a 1:28 ratio and usually have 3-4 classes per course. This works very well. I would call our program/courses OC – Online Courses. They are not massive and are not open. Our university (University of New South Wales) is about to announce their Dist Ed/elearning strategy. My understanding is that “Massive” is not being proferred as a solution. I have worked on this program for the last few years as the main ed developer and seen how majorly successful it so I can only agree with their stance…

[Andrew Chambers]

To answer Megan in terms of our program (MBT) our small classes are facilitated with online activities taking place via weekly discussion forums. (Contracted) Facilitators are encouraged to hold debates, brainstorms, posed questions, small group etc all in this format. This works very well but does need enhancement via more traditional DE type content and also media such as video recordings and powerpoint summaries and the like. Basically text only discussion isn’t quite enough. Luckily technologies are pretty straight forward now to enable use of media much more simply… We engage them from at Program level, course level and especially at class level (where they are taught). Having dedicated student services staff to assist them as required makes a big difference as well.

[Andrew Chambers]

Wow, thanks for that link. That looks very interesting…

[Andrew Chambers]

Philip, what tools and techniques have you tried in Moodle? We have a very successful online program that uses Moodle and discussion forums as one of the main tools. What have you been trying?

[Andrew Chambers]

To be honest Rasmussen I’m not a fan of cMoocs (Connectivist Moocs) for traditional courses and subjects. It’s too easy to get lost or not know what to do. Yes it can be a great learning experience but it can also be a little much. xMoocs like Coursera are another matter and I still can’t see them being better than a regular university subject (and its interesting/telling that very very few arent full courses at credit level). Too many issues with assessment, size peer work etc. I think eventually light bulbs will go on and most courses will fall into a more “traditional” but enhanced DE mode of delivery familr to those working in the area at present.

[Andrew Chambers]

That’s an interesting format Ridly. We dont do this but instead focus on the discussion component and readings delivered in PDF form in week level chunks. I prefer your approach but havent been able to get the traction to go down this path except for our “post grad study skills” tutorial which has now moved from a 120 page spiral A4 booklet to a more simplified and chunked (with activities) online course in moodle. it’s also supported via a forum. Something that was never possible before!

 

BTW the study skills tutorial is available free as open source content as a Moodle course backup if anyone is interested…

[Andrew Chambers]

We use student support staff to help service and support our post graduate masters program. Seriously it couldn’t function without this team. DE is hard enough and even harder if you don’t have a person to call for assistance. They assist with everything from enrolling (to program and into Moodle), to help with submission of assignments, help with Moodle, acting on behalf of students who get in a pickle, Assisting with registration of marks in markbooks etc. Students love their support and always rate it highly. We have just added a Moodle admin specialist who will also help students with Moodle. This will also help greatly I suspect…

[Andrew Chambers]

Laura, Machine assessment has little place at post grad coursework level. Students want to work on assignments and projects related to their work so they get a usable outcome. Mooc based computer assessment is not useful in such a circumstance… I have seen instances of large scale mcq type assessments used at undergrad level especially for large classes. In these circumstances it makes sense to be one component of a broader assessment strategy for the course. But it shouldnt be the whole strategy and I suspect this is what irks me the most about xMoocs…

Likewise we use little to no peer assessment on our program for very similar reasons. While there is peer work, team work etc there is no peer marking or peer assessment as such.  Students prefer to get feedback from the expert on the course. Having said this I have seen peer assessment used in other parts of our university to good effect but mostly at undergrad level.

[Diane Hockridge]

Thanks Andrew could you pass on the link to the study skills tutorial that you mentioned?

 

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